Öz
The goal of the current research was to present students' scientific research self-efficacy and research anxiety levels as well as to investigate the relationship between these two factors regarding various variables (department, gender, education level, profession, and having a scientific publication) in three departments; Special Education, English Language Teaching, and Science Education at Tokat Gaziosmanpaşa University. The findings of this study showed that research anxiety levels of the participants were low, and gender, scientific publication status, and department had no effect on students' research anxiety levels. However it was found that participants’ education and profession levels significantly affected these anxiety levels. Additionally, the participants' scientific research self-efficacy levels were generally moderate, and factors including gender, current educational attainment, employment status, prior scientific publication, and program type had no discernible effects on these levels. Additionally, a moderately positive and significant relationship was found between students' self-efficacy levels for scientific research and their anxiety levels.
Anahtar Kelimeler
Gender research anxiety levels research self-efficacy undergraduate students
Kaynakça
- Akçöltekin, A. (2019). The development of the teachers' self-efficacy scale regarding scientific research. Kastamonu Education Journal, 27(6), 2713-2727.
- Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86–95.
- Atmowardoyo, H. (2018). Research methods in TEFL studies: Descriptive research, case study, error analysis, and R & D. Journal of Language Teaching and Research, 9(1), 197-204.
- Bandura, A., (1997). Self-efficacy: The exercise of control, W. H. Freeman and company: New York.
- Bong, M. & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: how different are they really?, Educational Psychology Review, 15(1), 1-40.
- Büyüköztürk, Ş. (1997). Araştırmaya Yönelik Kaygı Ölçeğinin Geliştirilmesi. Eğitim Yönetimi Dergisi, 4, 453-464.
- Büyüköztürk, Ş. (1999). The relationship between anxiety and research in terms of gender, research experience, and course achievement. Education and Science, 23 (112), 29-34.
- Campisi J. & Finn K. (2011). Does active learning improve students’ knowledge of and attitudes toward research methods? Journal of College Science Teaching, 40(4), 38-45.
- Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Pegem Akademi.
- Cho, E., & Kim, S. (2015). Cronbach’s coefficient alpha: Well known but poorly understood. Organizational Research Methods, 18(2), 207–230.
- Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. Prentice Hall.
- Çokluk Bökeoğlu, O. ve Yılmaz, A. G. K. (2005). Üniversite Öğrencilerinin Eleştirel Düşünmeye Yönelik Tutumları ile Araştırma Kaygıları Arasındaki İlişki. Kuram ve Uygulamada Eğitim Yönetimi, 41(41), 47-67.
- Erkuş, A. (2011). Davranış Bilimleri için Bilimsel Araştırma Süreci. Ankara: Seçkin Yayınevi.
- Ghaith, G., & Yaghi, M. (1997). Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13, 451–458.
- Gmelch, W. H., Lovrich, N. P., & Wilke, P. K. (1984). A national study of stress among university faculty members. Phi Delta Kappan, 367.
- Guskey, T. R. (1984). The influence of change in instructionaleffectiveness upon the affective characteristics of teachers. American Educational Research Journal, 21, 245–259
- Higgins, C., & Kotrlik, J. (2006). Factors associated with research anxiety of university human resource education faculty. Career and Technical Education Research, 31(3), 175-199.
- Holden, G., Barker, K., Meenaghan, T., & Rosenberg, G. (1999). Research self-efficacy: A new possibility for educational outcomes assessment. Journal of Social Work Education, 35, 463-467.
- Karasar, N. (2009). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayın Dağıtım.
- Lei, S. A. (2008). Factors changing attitudes of graduate school students toward an introductory research methodology course. Education, 128(4), 667-685
- Levine, G. (2008). A Foucaultian approach to academic anxiety. Educational Studies, 44(1), 62-76.
- Memduhoğlu, H. B., & Çelik, Ş. N. (2015). İngilizce öğretmen adayı olan ve İngilizce öğretmeni olmayı planlayan üniversite öğrencilerinin İngilizce öz yeterlik algıları. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 16(2), 17-32
- Mullikin, E. A., Bakken, L. L., & Betz, N. E. (2007). Assessing research self-efficacy in physician-scientists: the clinical research appraisal inventory. Journal of Career Assessment, 15(3), 367-387.
- Papanastasiou, E. C., & Zembylas, M. (2008). Anxiety in undergraduate research methods courses: Its nature and implications. International Journal of Research & Method in Education, 31(2), 155-167.
- Razavi, S. A., Shahrabi, A., & Siamian, H. (2017). The relationship between research anxiety and self-efficacy. Materia socio-medica, 29(4), 247.
- Shelton, D. M., & Mallinckrodt, B. (1991). Test anxiety, locus of control, and self-efficacy as predictors of treatment preference. College Student Journal, 25(4), 544-551.
- Smith, E., Anderson, J. L., & Lovrich, N. P. (1995). The multiple sources of workplace stress among land-grant university faculty. Research in Higher Education 36(3) 261- 282.
- Şanlı, S. C., Erdem, A., & Unur, K. (2020). Lisansüstü Turizm Öğrencilerinin Akademik Güdülenme, Bilimsel Araştırma Özyeterlilik ve Araştırma Yapmaya Yönelik Kaygılarının Değerlendirilmesi. Türk Turizm Araştırmaları Dergisi, 4(1), 405-425.
- Senler, B. (2016). Pre-service science teachers’ self-efficacy: The role of attitude, anxiety and locus of control. Australian Journal of Education, 60(1), 26-41.
- Tabachnick & Fidell, 2013 B.G. Tabachnick, L.S. Fidell Using Multivariate Statistics (sixth ed.)Pearson, Boston (2013).
- Unrau, Y.A., & Beck, A.R. (2004). Increasing research self-efficacy among students in professional academic programs. Innovative Higher Education, 28(3), 187-204
- Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). Teachers’ sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6, 137–148.
- Zhao, J., McCormick, J., & Hoekman, K. (2008). Idiocentrism-phallocentrism and academic self-efficacy for research in Beijing universities. International Journal of Educational Management, 22(2):168–83.
Öz
Bu çalışmanın hedefi, bir devlet üniversitesinin üç anabilim dalındaki (İngilizce öğretmenliği, Özel Eğitim ve Fen bilgisi Öğretmenliği) lisans ve lisansüstü öğrencilerinin bilimsel araştırma öz-yeterlik ve araştırma kaygı düzeylerini ortaya koymak ve bu iki faktör arasındaki ilişkiyi çeşitli değişkenler (bölüm, cinsiyet, eğitim düzeyi, meslek ve bilimsel yayına sahip olmak) açısından incelemektir. Bu çalışmanın bulguları, katılımcıların araştırma kaygı düzeylerinin düşük olduğunu, cinsiyet, bilimsel yayın durumu ve bölümün öğrencilerin araştırma kaygı düzeylerini etkilemediğini ancak katılımcıların eğitim ve meslek düzeylerinin bu kaygı düzeylerini önemli ölçüde etkilediğini göstermiştir. Ek olarak, katılımcıların bilimsel araştırma öz-yeterlik düzeyleri genellikle orta düzeyde olduğunu ve cinsiyet, mevcut eğitim durumu, çalışma durumu, önceki bilimsel yayın ve program türü gibi faktörlerin bu düzeyler üzerinde fark edilebilir bir etkisi olmadığını göstermiştir. Ek olarak, öğrencilerin bilimsel araştırmaya yönelik öz-yeterlik dereceleri ile bilimsel araştırmaya yönelik kaygı düzeyleri arasındaki ilişkinin orta düzeyde pozitif ve anlamlı olarak bulunmuştur.
Anahtar Kelimeler
Araştırma kaygısı düzeyleri araştırma öz-yeterliği cinsiyet lisans öğrencileri
Kaynakça
- Akçöltekin, A. (2019). The development of the teachers' self-efficacy scale regarding scientific research. Kastamonu Education Journal, 27(6), 2713-2727.
- Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86–95.
- Atmowardoyo, H. (2018). Research methods in TEFL studies: Descriptive research, case study, error analysis, and R & D. Journal of Language Teaching and Research, 9(1), 197-204.
- Bandura, A., (1997). Self-efficacy: The exercise of control, W. H. Freeman and company: New York.
- Bong, M. & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: how different are they really?, Educational Psychology Review, 15(1), 1-40.
- Büyüköztürk, Ş. (1997). Araştırmaya Yönelik Kaygı Ölçeğinin Geliştirilmesi. Eğitim Yönetimi Dergisi, 4, 453-464.
- Büyüköztürk, Ş. (1999). The relationship between anxiety and research in terms of gender, research experience, and course achievement. Education and Science, 23 (112), 29-34.
- Campisi J. & Finn K. (2011). Does active learning improve students’ knowledge of and attitudes toward research methods? Journal of College Science Teaching, 40(4), 38-45.
- Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Pegem Akademi.
- Cho, E., & Kim, S. (2015). Cronbach’s coefficient alpha: Well known but poorly understood. Organizational Research Methods, 18(2), 207–230.
- Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. Prentice Hall.
- Çokluk Bökeoğlu, O. ve Yılmaz, A. G. K. (2005). Üniversite Öğrencilerinin Eleştirel Düşünmeye Yönelik Tutumları ile Araştırma Kaygıları Arasındaki İlişki. Kuram ve Uygulamada Eğitim Yönetimi, 41(41), 47-67.
- Erkuş, A. (2011). Davranış Bilimleri için Bilimsel Araştırma Süreci. Ankara: Seçkin Yayınevi.
- Ghaith, G., & Yaghi, M. (1997). Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13, 451–458.
- Gmelch, W. H., Lovrich, N. P., & Wilke, P. K. (1984). A national study of stress among university faculty members. Phi Delta Kappan, 367.
- Guskey, T. R. (1984). The influence of change in instructionaleffectiveness upon the affective characteristics of teachers. American Educational Research Journal, 21, 245–259
- Higgins, C., & Kotrlik, J. (2006). Factors associated with research anxiety of university human resource education faculty. Career and Technical Education Research, 31(3), 175-199.
- Holden, G., Barker, K., Meenaghan, T., & Rosenberg, G. (1999). Research self-efficacy: A new possibility for educational outcomes assessment. Journal of Social Work Education, 35, 463-467.
- Karasar, N. (2009). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayın Dağıtım.
- Lei, S. A. (2008). Factors changing attitudes of graduate school students toward an introductory research methodology course. Education, 128(4), 667-685
- Levine, G. (2008). A Foucaultian approach to academic anxiety. Educational Studies, 44(1), 62-76.
- Memduhoğlu, H. B., & Çelik, Ş. N. (2015). İngilizce öğretmen adayı olan ve İngilizce öğretmeni olmayı planlayan üniversite öğrencilerinin İngilizce öz yeterlik algıları. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 16(2), 17-32
- Mullikin, E. A., Bakken, L. L., & Betz, N. E. (2007). Assessing research self-efficacy in physician-scientists: the clinical research appraisal inventory. Journal of Career Assessment, 15(3), 367-387.
- Papanastasiou, E. C., & Zembylas, M. (2008). Anxiety in undergraduate research methods courses: Its nature and implications. International Journal of Research & Method in Education, 31(2), 155-167.
- Razavi, S. A., Shahrabi, A., & Siamian, H. (2017). The relationship between research anxiety and self-efficacy. Materia socio-medica, 29(4), 247.
- Shelton, D. M., & Mallinckrodt, B. (1991). Test anxiety, locus of control, and self-efficacy as predictors of treatment preference. College Student Journal, 25(4), 544-551.
- Smith, E., Anderson, J. L., & Lovrich, N. P. (1995). The multiple sources of workplace stress among land-grant university faculty. Research in Higher Education 36(3) 261- 282.
- Şanlı, S. C., Erdem, A., & Unur, K. (2020). Lisansüstü Turizm Öğrencilerinin Akademik Güdülenme, Bilimsel Araştırma Özyeterlilik ve Araştırma Yapmaya Yönelik Kaygılarının Değerlendirilmesi. Türk Turizm Araştırmaları Dergisi, 4(1), 405-425.
- Senler, B. (2016). Pre-service science teachers’ self-efficacy: The role of attitude, anxiety and locus of control. Australian Journal of Education, 60(1), 26-41.
- Tabachnick & Fidell, 2013 B.G. Tabachnick, L.S. Fidell Using Multivariate Statistics (sixth ed.)Pearson, Boston (2013).
- Unrau, Y.A., & Beck, A.R. (2004). Increasing research self-efficacy among students in professional academic programs. Innovative Higher Education, 28(3), 187-204
- Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). Teachers’ sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6, 137–148.
- Zhao, J., McCormick, J., & Hoekman, K. (2008). Idiocentrism-phallocentrism and academic self-efficacy for research in Beijing universities. International Journal of Educational Management, 22(2):168–83.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi |
| Bölüm | Araştırma Makalesi |
| Yazarlar | |
| Yayımlanma Tarihi | 26 Aralık 2023 |
| Yayımlandığı Sayı | Yıl 2023Cilt: 12 Sayı: 4 |
e-ISSN: 2147-1606